Zion and Klein Injbe

International Journal of Biology Education
Vol. 4, Issue 1, June 2015 1-27
CONCEPTUAL
UNDERSTANDING OF
HOMEOSTASIS
Michal Zion, Sara Klein
Bar-Ilan University, School of Education, Ramat-Gan 5290001, Israel
E-mail: michal.zion@biu.ac.il
Abstract
Analyzing students' perceptions is essential to the development of studying scientific concepts.

In particular, this research investigates students' conceptual understanding of a fundamental
biological principle: homeostasis. Homeostasis is difficult to understand as it is both tangible and
abstract. The correct perception of homeostasis is necessary to obtain a comprehensive
understanding and an in-depth diagnosis of the health of the human body in a variety of
physiological conditions such as aging and disease. In order to help students achieve a
conceptual understanding of homeostasis, we defined the following eight characteristics: process
dynamics, physiological balance, control and regulation, feedback mechanism, environments,
dependency between events within a system or a process, multisystems, and levels of
organization. The primary goal of this study was to investigate students' perceptions of
homeostasis, after studying these characteristics. For this purpose, 93 biology majors in 12th
grade studied the characteristics of homeostasis. An analysis of the students' responses shows
their correct scientific perceptions of the characteristics of homeostasis, but also reveals a great
variety of erroneous perceptions. Our results suggest that the division of a scientific principle
into its component characteristics may help the teachers in identifying their students' thinking
and conceptual understanding of homeostasis.
Key words: Characteristics of homeostasis; Erroneous perceptions; Fundamental concept;

Homeostasis; Student's perceptions.
© International Journal of Biology Education, 2015

dergipark.ulakbim.gov.tr/ijobed
Conceptual Understanding of Homeostasis
Introduction
What is homeostasis?
Homeostasis is a fundamental principle in many fields of biology. The scientific definition
refers to the maintenance of a stable, autonomic, internal environment of the organism's body
(Cannon, 1929). Homeostasis means dynamic stability of conditions, e.g., biochemical
variables, such as blood glucose level, and physiological variables, such as body temperature.
Homeostasis is expressed in the entire body in the regulation of organ function and enzyme
activity. Moreover, it is expressed in the control of gene expression in both eukaryotic and
prokaryotic organisms. It is a state as well as a continuous process, "Stability through
constancy…through change" (Sterling, 2004, p. 2). Processes and stages in the life of the
living organism, such as stress, disease and aging, are explained in terms of an ongoing
change of homeostasis (Calabrese et al., 2006; Robertson et al., 2002; Stewart, 2006).
Homeostasis is described also in plants and fungi (Cheung & Wu, 2006; Jensen et al., 2003).
Homeostasis is relevant in many fields of biology in all levels of biological

organization, from the molecular level to the entire body level. Some fields, such as
physiology, consider homeostasis on the macro level. Other fields, such as hematology,
endocrinology and microbiology, consider the cellular micro level – cell biology. Other fields,
such as biochemistry, genetics and biotechnology, consider the molecular micro level. In the
field of ecology, the concept of homeostasis is borrowed to describe the dynamic stability of
populations in habitats.
Developing scientific perceptions of homeostasis

As homeostasis is a fundamental principle in biology, our aim is to forge a coherent scientific
perception of homeostasis among high school students. Understanding homeostasis is
fundamental to understanding the function of the body as a whole, as the organism undergoes
change and development throughout its life (NRC, 2012). Proper perceptions of the different
characteristics of homeostasis combine to become an updated view of homeostasis as
dynamic and changing (Sterling, 2004; Stewart, 2006; Yates, 2008). In our research, we have
made a meticulous analysis of high school students' perceptions regarding homeostasis in
order to reveal erroneous perceptions and uproot them in a way by which a new proper
knowledge can emerge.
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Vol. 4, Issue 1, June 2015
Difficulties in learning and understanding homeostasis

Homeostasis is both difficult to teach and to understand because it is an example of a
complex, abstract system, and requires system thinking skills at the level of formal reasoning
(Boersma, Waarlo & Klaassen, 2011; Tripto, Ben-Zvi Assaraf, & Amit, 2013; Verhoeff,
2003;). System thinking can be viewed in four dimensions: network (thinking in feedback
loops), dynamic (the ability to consider dimensions of time), models (the ability to describe
the system through a model, with all its components and interrelationships) and process (the
ability to understand how the system regulates activity) (Ben-Zvi Assaraf, Dodick & Tripto,
2013; Riess & Mischo, 2010). Furthermore, the physiological systems where homeostasis can
be observed in the body are complex in both form and function (for example: the urinary, the
respiratory and the cardiovascular systems). Memorizing component terminology is not
enough to comprehend the whole system (Hmelo-Silver & Azevedo, 2006).
Difficulties specific to homeostasis are as followed: understanding that equilibrium (a

term associated with homeostasis) is a dynamic state (Jacobson & Wilensky, 2006);
understanding ongoing complex phenomena in the body, such as thermoregulation
(Buddingh, 1996); the human body is perceived as a whole, an obscure black box;
understanding that different phenomena occur simultaneously; understanding that a process
occurs in the body throughout the entire lifetime; understanding the cause and effect
relationship between stages in a process; understanding that homeostasis is both a state and a
process; Understanding processes that are abstract and unseen (such as cellular respiration,
provable in the laboratory, but not physically tangible in the body); understanding control and
negative feedback mechanisms (in the regulation of body temperature, for instance);
understanding many terms which emerge from the description and definition of the
homeostatic mechanism, such as: regulation, coordination, control, negative feedback,
dynamic equilibrium, stability and internal environments; understanding terms on different
organizational levels. Some phenomena are easier to comprehend on the entire body level, but
are more difficult to realize at the cellular or molecular levels.
It is difficult to understand that internal contradictions are embedded in the definition

and description of homeostasis: The term dynamic stability (how can a constant state
change?) and maintaining a constant internal environment as opposed to dynamic equilibrium.
In addition, it is difficult to understand homeostasis through its different levels of
organization: some phenomena are easier to understand on the level of the entire body, but
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difficult to understand on a cellular or molecular level. The difficulty is to find a common

concept that relates to different levels of organization, from macro to micro (from enzyme to
heart function homeostasis), or vice versa, from macro to micro (e.g. from the balance of
blood sugar to cell membrane homeostasis) (Dreifus & Jungwirth, 1990). These difficulties
might encourage the promotion of existing erroneous perceptions among students, or even
cause the development of new erroneous notions.
Scientific and erroneous perceptions

The perception of a principle is individual, as it "indicates individuals' different ways of
thinking about a particular grouping" (Larsson & Hallden, 2010, p. 644). How true a
perception is, can be measured by how close it is to expert opinion on the subject, in this case,
scientists' opinions (Chiou & Anderson, 2009; diSessa & Sherin, 1998). Initial (naive)
perceptions are formed by the student's experience with the principle, as well as
presuppositions and theories the student has formed. These perceptions also direct the
conceptual change which develops in the student as he continues to study the principle.
Two types of erroneous perceptions can be described: specific and localized focusing
on details and general and inclusive. Erroneous perceptions of both types are deeply rooted in
the student's cognition and world view. Preconceptions and erroneous perceptions are often
considered inhibitors of conceptual change required to achieve a proper understanding of a
principle ((Duit & Treagust, 2003; Groves & Pugh, 2002; Pelaez et al., 2005; Songer &
Mintzes, 1994).
Westbrook (1987, 1992) characterized erroneous perceptions following her study on

perceptions of homeostasis: A. Students arrive at school with a worldview based on their
experience and judgment. These perceptions are deeply rooted, stubborn and difficult to
change (see also Nazario et al., 2002). B. Erroneous perceptions occur at every age level and
at every cognitive level. C. Erroneous perceptions stem from inaccurate information available
through different sources. D. Erroneous perceptions stem from a gap between the student's
cognitive level and the level required for the student to understand the principle. E. The
student's acquisition of scientific vocabulary during courses, without a thorough
understanding and application results in confusion and contradiction with previous
knowledge. I. In-class learning does not usually alter erroneous perceptions.
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Beginning in the 1990s, alongside research aimed at revealing and characterizing

erroneous perceptions, a positive approach emerged: the identification of certain
preconceptions as a means to reorganizing knowledge and reinterpreting principles (Larkin,
2012; Leonard et al., 2014). This approach opened new opportunities for understanding
principles in a new and different way. Known as anchoring conceptions, they facilitate
learning by serving as resources for learning scientific principles (Hamza & Wickman, 2008,
p. 143). DiSessa and Sherin (1998) also showed that students successfully employed their
preconceptions as a lever to boost their progress in acquiring scientific principles in physics.
Revealing preconceptions and erroneous perceptions of a certain principle among students
helps us understand how students perceive this principle. The better we understand the
development of a student's conceptual understanding of a principle (or idea), the more
efficient we become in facilitating the development of the proper and scientific perception of
that principle (Chi, 2008; Maskiewicz & Lineback, 2013).
A detailed description of the characteristics of a subject in teaching can help teachers

analyze student perceptions and pinpoint the perceptual difficulties hindering their
understanding of the subject. When students learn by this approach, they can develop an
extensive, in-depth perception of the subject, becoming consciously aware of the many
aspects of it. A research dealing with learning evolutionary developmental biology is an
example of this approach (Hiatt et al., 2013). This research examined how students learn
developmental aspects of evolution (Evo Devo). The study suggests categorization of the
concepts which are essential for deep understanding of developmental evolution. The
categorization is hierarchical: from specific core concepts through supportive concepts from
evolution and developmental biology to foundational concepts, which are fundamental
concepts from all fields of biology that provide an integrative framework for the entire
subject. Furthermore, teaching subjects by their hierarchical concepts helped educators
address students' specific conceptual difficulties. Likewise, identifying and characterizing
students' difficulties according to categories of conceptions can help in in coping with and
uprooting erroneous conceptions (Hiatt et al., 2013).
Research concerning perceptions of biological systems

Many studies concerned with the understanding of biological-physiological systems that are
associated with homeostasis were conducted with high school students as research
participants and a few college biology students. Studies included: blood pressure control
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(Faber, 1996), blood sugar regulation (Summers et al., 1996), blood flow through the body
(Harvey & Sparks, 1999), stress (Belloni, 1999; Prewitt, 1999), and the cardiovascular system
(Rodenbaugh et al., 1999). These studies examined separately students' basic knowledge
about body parts and their comprehension of physiological processes. The studies did not
investigate the comprehension of process dynamism and the systemic approach of each
process and its effect on the whole body. Erroneous perceptions were found among high
school students as well as among novice teachers.
These studies did not analyze perceptions segmentally. Such analysis would have
helped map and isolate the problems encountered by students as they learn different subjects.
In studies examining photosynthesis, and especially in those examining genetics, cell division
(mitosis and meiosis) perceptions were categorized, enabling educators to draw a picture of
students' perceptions. In Cepni's (2006) research concerning photosynthesis, the perceptions
were divided into outlines: the global advantage of photosynthesis, the equations of the
process of photosynthesis, plant respiration, the equations of the process of respiration, plant
food, plant nutrition, plant energy sources and human energy sources. Another example is
research concerning the understanding of cell division (Reimeier & Gropengeber, 2008). The
erroneous perceptions were expressed in the students' answers. Based on their erroneous
perceptions, students defined mitosis as: cell multiplication, a drop in chromosome count, or
enlargement of the cell nucleus. Using these definitions, students' perceptions were
categorized according to: cell, nucleus, and chromosome levels. This example shows that the
mapping of perceptions occurs by a thorough analysis that can serve as a basis for curriculum
planning and teaching. The curriculum can be designed to tackle erroneous perceptions with
great precision and root them out. Our current research divides homeostasis into
characteristics which were used to examine students' perceptions. The division into
characteristics can help reveal fragmentary knowledge regarding homeostasis, which may be
held by the students. The fragmentary knowledge of science ideas possessed by students may
represent 'alternative conceptions' or 'phenomenological primitives' (p-primes) which are
either 'intuitive', or 'na¨ıve', or spontaneous and transient" (diSessa, 1988, 1993, in: Leonard et
al., 2014). Moreover, analysis of the students' answers will raise finer resolution sub-
characteristics, allowing a broader articulation of homeostasis.
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Characteristics of homeostasis
As explained above, due to the complexity of homeostasis, we decided to break it down into
eight characteristics (Authors, in press). The breakdown into characteristics can also assist in
understanding homeostasis in both abstract and concrete terms. We defined the characteristics
of homeostasis, based on the following terms: process dynamics (dynamism and
physiological balance), biochemical-physiological mechanisms (regulation and control,
and feedback,) location (environments), complex systems (dependency between events and
multisystem), and occurrence on different levels in living organisms, including prokaryotes
(levels of organization).
Based on the characteristics of homeostasis and on the literature review we raised the
following research objectives:
1. Identifying correct and erroneous perceptions of homeostasis by its characteristics

2. Classification of students' responses regarding the characteristics of homeostasis and
quantification of the percentage of erroneous perceptions.
Methods
Research population
In order to examine the perception of homeostasis among high school students, 93 Israeli 12th
graders (17-18 years old) majoring in biology participated in the study. The students were
chosen from regional and urban high schools of heterogeneous populations and similar
socioeconomic backgrounds. Students participated in the research with the teachers' consent,
and with the teachers' interest in analyzing their students' knowledge and perceptions.
Students majoring in biology at 12th grade are at the conclusion of a three-year program for
learning homeostasis, according to the national biology syllabus. Homeostasis is studied in
high school as follows: In 10th grade, the students study the biology of the human body,
emphasizing homeostasis and different systems which are responsible for proper body
functioning (e.g. homeostasis in macro level); In 11th grade, the students study selected topics
in biology, such as the transport system, nutrition in plants and animals, and control and
regulation; In 12th grade, the students specialize towards matriculation in selected topics, such
as genetics, microorganisms, reproduction, nutrition, transport system, etc. Thus,
homeostasis is studied in the context of the chosen topics. Examples are: Homeostasis of
biochemical or physiological parameters, such as blood pressure, heart rate, blood osmolarity,
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and homeostasis in molecular level, as expressed in genetic control in prokaryotes and

eukaryotic cells. Research participants were 12th grade biology majors. We think that 12th
graders have well-established knowledge of homeostasis, so we can investigate their
perceptions.
Teaching process
The 12th grade student participants studied homeostasis as demonstrated in the lactose operon
by means of an instructional Internet website, Homeostasis on the Molecular Level
(www.hs.ph.biu.ac.il/). The website contains several learning tools: dynamic simulations,
analogies, virtual labs and a game. Through these tools, the website illuminated the
characteristics of homeostasis in the lactose operon, at the molecular level.
Three stages specified below made up the learning process, as follows:
A. Homeostasis overview
The teacher presented the fundamental principle homeostasis and mentioned its connection to
material studied earlier, in 10th grade. The class then practiced a jigsaw method of group
learning by examples of homeostasis in the entire organism. The examples used were taken
from the Moment for Thought activities appearing in the "Principles of Homeostasis" chapter
on the website. Each example represented characteristics of homeostasis. Each group then
discussed a different example and presented it, emphasizing the related characteristics of
homeostasis. Gradually, all of the characteristics of homeostasis were listed on the board. The
discussion in class revolved around generalizations: finding characteristics that are common
to all of the examples learned in the context of homeostasis.
B. Computer based learning of the operon subject, supported by practical

tasks (eight lessons)
The subject was taught in the context of genetics – specifically regulation of gene
expression. Textbooks were used for preliminary learning. There was further elaboration upon
the subject of gene expression regulation in the specific context of the bacterial operon model.
The learning was guided, networked and emphasized the connection of the operon model to
the idea of homeostasis. Independent or cooperative learning in pairs was also part of the
process. The students were given instructional activity sheets for the four learning tools:
scientific animation, animation with a smile (analog), 'scale game' (interactive) and virtual
lab. In the instructional sheets the students were asked to analyze the operon model, drawing
conclusions about it and about its connection to homeostasis. Before the activity for each
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learning tool, the teacher provided an introduction to the activity, with background on the
content and how it relates to homeostasis. During the computer based activity, the teacher was
present, to ensure students understood the instructions. Following these activities, the students
carried out additional learning tasks found on the website.
C. Homeostasis on macro and micro levels – a conclusion

Throughout the teaching process the characteristics of homeostasis were demonstrated and
highlighted in other physiological-homeostatic situations and regulation processes. These
processes include physical exercise, the regulation of body temperature, the regulation of
metabolic rate, and the regulation of saliva secretion. In summary, the characteristics of
homeostasis were demonstrated in various animals, including snakes, elephants, and shrews,
in comparison to humans. Finally, the teacher recapped the subject by explicitly linking
homeostasis and the operon. Homeostasis characteristics represented in the operon were
emphasized, the operon being an example of a sequence regulating gene expression and a
homeostatic mechanism in bacteria, maintaining energy balance in the bacterial cell. This
helps students develop an integrated view of the macro and the micro levels.
Research Tools
Questionnaires and interviews were used to examine and define student perceptions.
(CHCQ) Conceptions of Homeostasis Characteristics Questionnaire

(CHCQ) Conceptions of Homeostasis Characteristics Questionnaire was administered before
and after the intervention. The questionnaire, distributed to high school students, was
composed of 29 questions referring to the eight characteristics of homeostasis: dynamics of a
homeostatic process, physiological balance, control and regulation, feedback mechanisms,
environments, dependency between events, multisystem, and levels of organization (Table 1).
The characteristics of homeostasis are presented in the questionnaire by exemplary
phenomena and processes which occur on different levels of organization. The CHCQ
homeostasis questionnaire comprises several types of questions: open-ended and open
questions referring to images, statements and graphs. Great emphasis was given to the
students' explanations of the open answers, as these reveal student perceptions. The
questionnaire was reviewed by seven teachers and experts of biology and science education
(four of whom hold PhDs). The examiners were in agreement on average in 85.2% of the
cases. The Cronbach's alpha of the questionnaire was 0.619.
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Table 1. Contents of Comprehension of Homeostasis Characteristics Questionnaire (CHCQ)
Content group Description of Contents
Understanding homeostasis as an ongoing, continuous process

Dynamics of a
Understanding homeostasis: Correcting fluctuations
homeostatic process
Comprehending the dynamics of homeostasis: Immobility or
motility, dynamism, directionality, constancy, and cyclicality
Understanding homeostasis: Does homeostasis mean equilibrium?
Understanding homeostasis: Correcting fluctuations.

Physiological balance
Understanding homeostasis: Formation of different levels of
homeostasis throughout the lifespan of an organism
Control and regulation Understanding homeostasis: Control, regulation, efficiency of a

of a homeostatic homeostatic process
process Distinguishing and associating between homeostasis and feedback
Identifying and understanding the mechanism of negative or

Feedback mechanism
positive feedback
Relationship between
Understanding homeostasis as a reciprocal relationship between
the internal and
environments
external environments
Dependency between Mutual dependence among events within a single process over
events within a system time
or process
Understanding homeostasis as a multisystem phenomenon:

Communication and coordination between systems, processes
occurring simultaneously.
Multisystem (Complex
system) Identifying and understanding homeostasis in the body as a whole,
in anomalous or extreme conditions
Homeostasis occurs in different organisms (poikilothermic as

well as homoeothermic)
Molecular-level homeostasis in the whole body

Levels of organization
Molecular-level homeostasis in bacteria
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Interviews
A total of 15 students were interviewed. The personal interviews were semi-structured and
conducted both in writing and orally. The interviews were comprised of content questions.
The goal of the interview was to identify and thoroughly examine personal perceptions of the
biological topic during a free conversation with the student (White, 1988). Four types of
knowledge of homeostasis were contained in the questionnaire: declarative –define
homeostasis, procedural – draw a graph to describe your heart rate, analogical –draw
homeostasis or choose images best describing homeostasis and explain your choice, and
conceptual –notice the two circles, one marked feedback, the other homeostasis. How would
you arrange them: next to each other, one on top of the other, or one inside the other?"
Content questions can be categorized into three types as the following:
A. Descriptive: 1. Questions requiring examples- Give an example of homeostasis; 2.

Experience questions- In a sitting position- is your body in homeostasis?; 3. Focused
descriptive questions- Draw your body temperature for three hours during normal activity.
B. Comparative: Does homeostasis of the glucose level (micro) resemble homeostasis of body
temperature (macro)? How would you complete a description of the relationship between
homeostasis and feedback? Homeostasis is... and feedback is....
C. Stimulating: Why did you draw a fluctuating graph for heart rate, and a straight graph for
body temperature?
Data analysis
Students' responses to open-ended questions on the questionnaire were content analyzed by
the categories of homeostasis. We examined the prevalence of the characteristics of
homeostasis represented in students' responses. For instance, in the case of the internal and
external environment: Do the students always, often, rarely, or never refer to homeostasis in
the context of internal and external environments? Students' perceptions regarding the
characteristics of homeostasis were classified into four levels: High – full and adequate
responses; Medium – correct but partial responses; Medium-low – partially correct responses;
Low – erroneous responses. Table 2 represents an example for the analysis. The analysis
enabled us to quantify the percentage of students responding at each level. The interviews
were referenced to reinforce our analysis of the validity of student perceptions expressed in
the questionnaire.
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Table 2. Levels of responses reflecting students' perceptions of the characteristic: feedback mechanisms
Category Level Examples of perceptions of the characteristic, feedback mechanisms

High (1) "Due to the decrease in water, ADH secretion is increased, followed by a reduction in urine and a
Activity of Identifying decrease in ADH. The hormone brought about an action that caused its own quantity to diminish."
ADH hormone process as (Or1)
a negative (2) "This is an example of negative feedback because the reaction to the reduction in the volume of
feedback urine was the decrease in the ADH level. This is a return to the previous state." (Shir1)
Medium-low (3) "According to the description, there is a process of ADH being created and then the ADH level
Negative feedback is a decreases. So this is an example of a negative feedback." (Gai1)
decrease in factor, a (4) "Because something negatively affects something else. Decreases it, depletes its concentration.
reduction So this is negative feedback." (Hdr1)
Negative feedback is a (5) "At the end of the process there's something negative affecting the body, compared to the
negative thing beginning of the process." (Ayl1)
(6) "The decrease in water eventually causes a decrease in the ADH level, and this are therefore
positive feedback, distancing from the constant value." (Br1)
Positive feedback – a (7) "The decrease in water causes an increase in ADH." (Hn1)
direct increase response (8) "... the body works to reduce urine volume in order to maintain water. This is an example of
positive feedback because it is a direct reaction to the decrease in the amount of water in the
body." (Osher)
Reduction of High (10) "Because there was a deviation in the body and the constant value of blood sugar rose, so the
blood sugar to Identifying body goes through some correctional mechanism applying the insulin hormone... that is, more
a certain point process as glucose molecules permeate the cells and blood sugar decreases. This is correction = negative
but no negative feedback" (Chen1).
further, feedback (11) "Because the deviation in the blood sugar level is corrected to the constant value. This is the
several hours purpose of negative feedback." (Br1)
following a (12) "Following a meal, blood sugar drops. After it goes up, it comes down, so this is negative
meal feedback." (Dani1)
High – full and adequate responses; Medium- correct but partial; Medium-low – partial correct; Low – erroneous responses
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Table 2 (Cont’d). Levels of responses reflecting students' perceptions of the characteristic: feedback mechanisms
Category Level Examples of perceptions of the characteristic, feedback mechanisms

Reduction Medium-low (13) "The blood sugar decreased to a certain level and stopped. There was suppression – so it is an example of a
of blood Negative feedback: negative feedback." (Shir1)
sugar to a decrease in factor, (14) "As a result of an increase in blood sugar, a mechanism went into effect to decrease the concentration in the
certain reduction blood by transferring glucose to cells. When blood sugar decreased, this mechanism ceased. This is an
point but example of a negative feedback." (Ad1)
no further, (15) "The body breaks down glucose surplus and maintains the stable, desired glucose level." (Nof1)
several (16) "Glucose only decreases, never increases, so this is negative feedback." (Ina1)
hours The process described in (17) "Following the rise in glucose concentration, the activity of the mechanism storing glucose in the cells was
following a statement is an example increased. Glucose was inserted into the cells until its concentration in the blood returned to its normal
meal of positive feedback value. The mechanism ceased when the system went back to homeostasis." (Hds1)
(18) "Because there are too many carbohydrates in the body, it begins to remove the surplus, in order to keep the
quantity even. The body encourages glucose excretion. This is an example of a positive feedback." (Vic1)
Positive feedback – a (19) "Sugar must remain in the blood because we cannot properly function without it... we all require energy
direct increase throughout life." (Hil1)
(20) "An intensified increase in blood sugar leads to an intensified secretion of the hormone enabling greater
penetration of glucose into the cells – and a drop in blood sugar." (Yam1)
Referring to feedback as (21) "The end of the process does not affect its beginning and therefore there is no feedback in this case" (Hil1).
some sort of change – (22) "No feedback. This (the decrease in blood sugar level) is not a process." (Alb1)
referring to result and (23) "Blood sugar levels decrease to a certain point but no further. No feedback. There's a homeostatic factor
not to mechanism or responsible for it." (Mor1)
process / no association (24) "No feedback because this is a homeostatic system." (Avd1)
between feedback and (25) "This maintains a stable internal environment – homeostasis. There is no feedback involved" (Ron1).
homeostasis / no (26) "There are no stimuli and no environmental conditions." (Ll1)
feedback in creating a (27) "The condition has not changed so there is no need to activate any mechanism into operation. Therefore this
norm is neither negative nor positive feedback." (Hdr1)
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Results
Before and after the learning, we found similar categories of perceptions about four
characteristics of homeostasis: dynamics of a homeostatic process, feedback mechanism,
environments and multisystem. There was a difference in the percentage of scientific, partial
and erroneous perceptions for these characteristics following the intervention. For three
characteristics –dynamics, feedback and environments – we saw an increase in scientific
perceptions (full, accurate responses) after learning. However, for the multisystem
characteristic a decrease was evident in the percentage of scientific responses after the
learning (36% compared to 45%), and an increase in the percentage of erroneous perceptions
(37.2% compared to 4.9%). Percentages of perceptions at different levels, before and after
learning, are presented in Table 3. The section below specifies principle perceptions of
characteristics after the learning.
Findings regarding students' perceptions of the characteristics of

homeostasis
Dynamics of a homeostatic process
The dynamics of a homeostatic process are expressed in several attributes: stability,
dynamism (ceaseless continuous activity), constancy (during lifetime), directionality, and
fluctuations. Dynamics were examined by reference to two homeostatic parameters: heart rate
and body temperature – during normal activity, over time and during alternating states of
exertion and rest. Do students perceive homeostasis as ongoing dynamic processes occurring
in the body? How do they draw a graph to describe their heart rate over time? How do they
draw a graph to describe their body temperature over time? Students' perceptions could be
extracted from their answers. (Students were asked to choose the appropriate graph and
explain their choice.) Correct perceptions of the dynamics of homeostasis could be
summarized thus: an ongoing homeostatic process designed to achieve an active stability of
the internal environment; deviation corrections occur in the body constantly; homeostasis is a
bidirectional process; homeostasis is a complex system.
Within the students' responses, we could also categorize perceptions partially or

entirely erroneous – specifically related to heart rate or body temperature, or generally related
to homeostasis. The following are some typical erroneous perceptions: both heart rate and
body temperature are constant; heart rate is homeostatic while body temperature is constant;
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Table 3. Levels of understanding characteristics of homeostasis after learning (Percentages of N=93)

Characteristics of Category Level of understanding No
Homeostasis answer
High Medium Med-low Low
Dynamics of homeostatic process
General 57.6% 19.0% 12.9% 9.7%
(21.5%)1 (30.4%) (4.7%) (17.7%) (25.5%)
Heart rate over time 95.7% 3.3% 1.1%
Body temperature over time 90.3% 8.6% 1.1%
Constancy of heart rate and body temperature over time 10.6% 1.2%
Is physical balance an expression of homeostasis? 67.4% 1.5% 29.2% 2.2%
Dynamic equilibrium in an ecosystem (Is it homeostasis?) 46.0% 34.8% 6.7% 12.4%
Regulation Control
A. Homeostatic systems that dynamically stabilize a homeostatic parameter
Blood clotting 46.0% 38.2% 15.7%
Different quantity of mitochondria in different types of cells 41.6% 1.1% 51.7% 5.6%
Stomata activity in plants 76.4% 9.0% 8.9% 4.5%
Balance of iron level in the body 62.8% 24.5% 10.2% 2.6%
Lactose operon activity in bacteria 20.3% 75.7% 1.4% 2.7%
B. Understanding behavior and change of process rate over time, throughout a living organism's lifespan – formation of a new level of
homeostasis (rheostasis)
Respiration rate throughout life 50.6% 15.7% 28.1% 5.6%
C. Understanding of homeostatic changing throughout the lifespan of a living organism (human): Formation of different levels of homeostasis
Aging (Blood composition in a young and old person) 29.4% 11.8% 58.9%
1
Percentages in parentheses indicate the percentages found prior to the intervention.
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Table 3 (Cont’d). Levels of understanding characteristics of homeostasis after learning (Percentages of N=93)
Characteristics of Category Level of understanding No answer
Homeostasis
High Medium Medium- Low
low
Feedback mechanism
Reduction of body temperature after sweating (33.3%) (37.3%) (8.9%) (20.6%)
Drinking suppresses thirst (25.5%) (21.5%) (21.7%) (31.4%)
Activity of ADH hormone 41.9% 27.0% 21.5% 6.8%
Reduction of blood sugar to a certain point but no further, several 20.4% 32.3% 36.6% 9.7%
hours following a meal
Environments
Interrelationships between internal and external environment 38.7% 36.6% 16.2% 8.6%
(19.6%) (56.9%) (22.5%) (1.0%)
Dependency between events within a system or a process
The dependency between heart rate and respiration 79.8% 10.1% 5.6% 3.4%
Hormone secretion from hypothalamus 47.2% 29.2% 12.5% 11.1%
Blood cells differentiation 47.1% 11.7% 29.4% 11.8%
Cellular iron 42.9% 41% 10.6% 4.5%
Multisystem
The connection between two complex multisystemic factors – 36.0% 19.9% 37.2% 6.4%
body temperature and metabolic rate in a homeotherm and a
poikilotherm
Interrelations between the physiological parameters while a (45.1%) (38.2%) (1.0%) (4.9%) (10.8%)
condition of stress, in the context of homeostasis
Bacterial operon system as a homeostatic system: An example of 64.6% 27.1% 1.4% 6.8%
homeostasis in molecular level.
16
body temperature is a homeostatic factor and heart rate is constant; the heart rate changes only
during stress or exertion; the heart rate graph is an EKG graph; the heart rate is balanced due
to homeostasis; temperature varies only during exertion; homeostasis is a change which
occurs in a state of exertion; homeostasis: no change; homeostasis is a main factor for body
constancy; and homeostasis is rest. Students' perceptions regarding the dynamics of
homeostatic processes could also be seen in the way students analyze images.
The questions regarding physiological balance focused on a separate system in some state of
equilibrium. The questions were intended to examine the students' ability to distinguish
between the spatial balance and dynamic equilibrium of homeostasis, which is a dynamic
physiological balance. Partial or erroneous perceptions of physiological balance were
characterized as follows: homeostasis is not physically balanced because homeostasis is a
constant state; maintaining spatial balance is also homeostasis; dynamic equilibrium is
homeostasis, regardless of the system in which it occurs.
Control and regulation

The questions about control and regulation were designed to examine the students'
comprehension of this characteristic, as well as the students' ability to identify this
characteristic in each system described in the questions. The answers revealed students'
perceptions regarding the following systems and processes: blood clotting, mitochondria in
different cells, respiration rate throughout life, activity of stomata in the plant, and aging. The
body's iron reserves system and the bacterial energy system were also examined. We expected
that students would be able to identify and describe the homeostatic parameter in every
system that is regulated by the control system.
Some typical erroneous perceptions: defense against change is achieved physically

(not by a biochemical-physiological mechanism); there is a general activity in the body that
maintains a stable internal environment, or an internal equilibrium in the body; each control
system is an isolated unit having nothing to do with homeostasis.
Feedback mechanism
Questions concerning feedback mechanisms emphasized the distinction between feedback and
homeostasis, defining negative feedback and understanding specific feedback loops operating
in the body. Partial or erroneous students' perceptions about feedback mechanisms, and about
the feedback - homeostasis relationship, could be summarized as follows: negative feedback
17
is a decrease in the rate of a process or of substance concentration; negative feedback is the

mechanism of a negative and harmful action; positive feedback is an increase in the rate of a
process or of substance concentration; positive feedback is the mechanism of a positive,
efficient and important action; and feedback is change.
Environments
The characteristic environments means the relationship between the internal and external
environments. This characteristic was examined by the identification of homeostasis in
conditions where the internal environment resembles the external environment, as well as
understanding the effects of environmental change on animals' homeostasis. The questions
focused on a poikilothermic animal, thereby also examining comprehension of the
universality of homeostasis: its occurrence in every living organism. Partial or erroneous
perceptions concerning the interaction between the body's internal environment and the
external environment could be observed more acutely in cases where change occurs in one of
these environments. Some typical erroneous perceptions were characterized as follows:
homeostasis is adapting the internal environment to the external environment; homeostasis is
just a constant internal environment; when environments are equal, there is no need for
homeostasis; homeostasis creates equality between the environments; homeostasis is needed
only when environments are different; in an organism's natural environment there is no need
for homeostasis; the classical relationship between environments is temperature differences.
Dependency between events within a system or a process

Each question referring to dependency between events focused on a separate system or a
process comprising several events. The questions were intended to examine the students'
comprehension of dependency between events in a physiological system. We classified
students' perceptions of dependency between events within a system or a process. Partial or
erroneous perceptions could be observed, regarding the connection of dependency between
events and homeostasis. These perceptions were characterized as follows: heart and
perspiration rates: the relationship between the perspiration and heart rates has nothing to do
with homeostasis; hormones secreted from the hypothalamus: homeostasis and control are
two independent, unconnected concepts; hormone secretion has nothing to do with
homeostasis; cellular differentiation (blood cells) is a homeostatic process (no reference to the
fact that differentiation is a one-way process); unlike differentiation, homeostasis means
stability and constancy, while differentiation is a dynamic process.
18
Multisystems
This characteristic was represented and examined in the relationship between two complex
factors – body temperature and metabolic rate – in homeothermic and poikilothermic animals.
Partial or erroneous perceptions were often due to failure to see a system. Some typical
erroneous perceptions: there is no connection between temperature maintenance and
metabolic rate; there is an internal mechanism, but this mechanism has no connection to the
body's metabolic rate; metabolism depends on body temperature, but does not play a part in
regulating temperature; there's an adaptation of the animal's body to its environmental
conditions, but there is no connection between body temperature and metabolic rate.
The questions regarding organization levels focused on homeostasis at the molecular level and
the macro level in the human body and in bacteria, as well as on the macro level. These
questions were designed to test the students' ability to understand a homeostatic state and
process on any organization level, in any organism. We classified students' perceptions of
levels of organization. Partial or erroneous perceptions reflected an understanding of micro
level control and regulation but no ability to perceive the bacterial control system as
homeostatic. These perceptions were characterized as follows: understanding control and
regulation in a system, without identifying their homeostatic parameters; associating
homeostasis directly to the relationship between environments: maintaining a stable internal
environment. There was no reference to the homeostatic parameters at the micro level, e.g. a
molecular system was not perceived as a homeostatic system.
Findings: summary
The findings indicate that a significant percentage of students expressed correct perceptions of
the characteristics of homeostasis. The following are the major correct perceptions:
⁻ Homeostasis is a dynamic, bidirectional process.

⁻ Homeostasis is achieved by continuous adjustment of minor deviations.
⁻ Homeostasis is a complex system of interconnected components.
⁻ The similarity of environments does not contradict homeostasis. Homeostatic mechanisms
maintain stable concentrations of substances and stable values for different parameters in
the body's internal environment.
⁻ Different states of homeostasis are created throughout the lifespan.
19
⁻ Homeostasis occurs at all levels of organization, and every system maintains parameters.
The following are typical erroneous perceptions found in the students' responses:
⁻ Homeostasis is an active entity, an internal mechanism in action.

⁻ Homeostasis is about internal and external environments.
⁻ Homeostasis is a state of is a state of conditions kept constant, while preventing changes.
⁻ Homeostasis simply happens because it must. It is a phenomenon to be taken for granted.
⁻ Homeostasis is an adaption to external environments.
⁻ Homeostasis is the maintenance of body temperature.
⁻ Homeostasis does not occur in poikilothermic organisms.
⁻ Homeostasis is a dynamic equilibrium.
⁻ Homeostasis is also complementarity of structure and function.
⁻ Changes throughout life are not homeostasis.
Discussion
By deconstructing homeostasis into several characteristics, we were able to identify both
correct (scientific) perceptions of this principle and partial and erroneous perceptions, held by
students. Some of these partial or erroneous perceptions are typical in reference to a single
characteristic, while other perceptions refer to several characteristics. We could see that
before learning, the percentage of nonscientific perceptions in the three characteristics,
dynamics, feedback and environments was higher than after the learning. However, the
percentage of erroneous perceptions for the multisystem characteristic was lower before than
after the learning. This may be explained by the fact that the before questionnaire (pre)
included a question close to the student's world for examining the multisystem characteristic –
a question about the connection between systems during stress. The multisystem related
question in the 'after' questionnaire (post) referred to poikilothermic and homoeothermic
animals – something less intuitively familiar to the student.
In perceiving the dynamics of homeostasis, students' responses expressed a different

approach to heart rate and body temperature. We observed perceptions such as: heart rate is
homeostatic and body temperature is constant, or the opposite. Such responses indicated a
sense of pulse being the tangible reflection of heart rate, whereas minute variations of body
temperature (when we are healthy) are not felt, and therefore body temperature is perceived as
20
constant. We should note that contradicting perceptions were also observed: 'homeostasis is a
state of rest' compared to 'homeostasis is a change in the body during exertion'. The first
assumption might derive from knowledge that a healthy state is static and unchanging. The
second assumption could be attributed to adhering to the classic curriculum content: the
body's adaptation to a state of physical exertion or an increase in altitude as examples which
explain homeostasis.
Understanding a complex system is often inhibited by adhering to preconceptions and

beliefs about a certain system. One example is the notion of an invisible or a hidden control
system, the structure and operation of which is totally unknown, and unnecessary to know.
Students assume this control system is central, predetermined, and governs the body
(Buddingh, 1996). This notion hinders the understanding that control alters in certain systems,
under different conditions or through time (throughout the life-span), or that systems may be
self-regulated (Jacobson & Wilenski, 2006). The understanding of homeostasis also relies on
pre-existing notions, specifically from bodily sensations and macro level perceptions of the
body, with no reference to micro-level factors: small scale structures and local processes. An
example of this notion was found during the current research, in the characteristic of
homeostasis multisystems, pertaining to the connection between the systems which govern
metabolism rate, and the systems which regulate body temperature. Many students wrote
about an internal (general, obscure) mechanism operating in the body and maintaining
temperature, having nothing to do with the body's metabolism rate. Another example is a
reference to homeostasis as a factor which balances heart rate, or a factor which stabilizes
temperature.
An essential difficulty typical to the understanding of homeostasis is the fact that it is

both a state and a process. (A state is constant and a process is dynamic). Moreover, students
had difficulties in understanding homeostasis, as sometimes we talk about a homeostatic
factor (parameter), such as heart rate, blood glucose, body water and body energy, and at
other times we refer to a homeostatic mechanism, such as blood clotting, opening and
closing of stomata and hormonal regulation of body salts. Students' responses indicated that
students indeed struggle in comprehending homeostasis as a process. They better understand
homeostasis as a state. In the present research, we nevertheless found students who
perceived homeostasis as a constant state. Some parameters were perceived as necessarily
21
remaining constant, such as blood glucose. However, it appeared that a high percentage of
students understood the dynamics of homeostasis: continuous correction of deviations.
There are two aspects to perceiving the dynamics of homeostasis: A. The process is
incessant, meaning the ongoing, continuous correction of deviations. B. Changes in
homeostasis throughout life, meaning the formation of new levels of homeostasis throughout
the natural lifespan, from childhood to old age. This includes allostasis, which expresses
changing conditions in the organism's outer environment, or in the body, e.g. stress and
exertion (Reimann, 1996; Sterling, 2004; Stewart, 2006).
Perceiving dynamism from the ongoing and deviation correction aspect was expressed
among a high percentage of students, but we also found the perception of the constancy of
homeostasis. Perhaps it is easy to form a mental image of homeostasis as a dynamic,
bidirectional, continuous process, when referring to a concrete biological phenomenon such as
heart rate, which is dynamic by its very name. Perhaps it is more difficult to convey that
image through examples such as aging, cell differentiation, or iron levels. On the other hand,
understanding the changes in homeostasis through life, meaning the formation of new levels
of homeostasis throughout the natural lifespan, is yet more difficult to achieve. We observed
this phenomenon regarding the respiration rate in human maturation and also in aging. The
perception of the formation of different levels of homeostasis is a turnabout and even a
contradiction to the concept of stability in homeostasis, therefore understanding homeostasis
as a multi-aspect principle requires intellectual flexibility. We observed that there is a tension
between change and maintaining the status quo in homeostasis. In relation to aging, we also
found the perception of homeostasis as a particular event happening to a particular person, as
opposed to homeostasis changing in that person throughout his life.
Regarding the perception of homeostasis as a mechanism, we noticed that students not

consider regulating systems to be homeostatic. Some students did mention the parameter
maintained by blood clotting, though not as part of homeostasis; the regulation of the
respiration system throughout the lifespan was not perceived a homeostatic mechanism; and
the regulation of sex hormones from the hypothalamus is not homeostatic. This is also the
appropriate time to mention the perceived relationship between homeostasis and feedback. On
the one hand, some students viewed feedback as an indicator of homeostasis, thus concluding
that if there is no feedback, there is no homeostasis. This was demonstrated in understanding
the regulation of the respiration system and in understanding the hypothalamic hormone
22
secretion system. However, referring to the same hormonal system, some students
differentiated between homeostasis and feedback. We also noted that in the interviews,
students answered correctly being asked to define the relationship between homeostasis and
feedback. The students illustrated the relationship by drawing it. Perceptions of the
characteristics of homeostasis were clearly expressed when images were used. This finding
also occurred in research about the field of physics, regarding perceptions of heat conductivity
(Chiou & Anderson, 2009). The representation of perceptions by the use of pictorial analogy,
expressed the mental image of the examined principle in the mind of the student, as Chiou and
Anderson pointed out:
A mental model can be thought of as an imaginary structure that corresponds to the

externally represented or perceived system in terms of the spatial arrangement of
elements involved in the system and the relationships between or among these
elements (Chiou & Anderson, 2009, p. 826).
The use of images enabled students to express correct perceptions of homeostasis

reflecting many aspects of the principle, as well as exposing erroneous perceptions. The
correct perceptions described homeostasis as a complex, bidirectional system, with its many
components interacting with each other. The erroneous perceptions viewed homeostasis as a
state of rest, a constancy and a hindrance to change. Yet other erroneous perceptions pointed
to homeostasis as a state of equilibrium. Moreover, other perceptions classified homeostasis
as the body's reaction to exertion. Many students saw the homeostatic characteristic of
environments even when there was no environment in the illustration. We noticed this when
we presented students with the illustration of the sitting girl, and when we presented the
computers and the wave illustration.
We interviewed students who were asked to identify characteristics of homeostasis in a

variety of images. Students mentioned characteristics such as dependency between events,
continuity, fluctuations, deviation correction, multisystem, environments, physiological
balance, and disruption of homeostasis during illness. The present research indicates that the
use of images and analogies, either in questionnaires or scientific discourses between teachers
and students, stimulates students to think about the principles studied. The illustrations
emphasized different aspects and characteristics of homeostasis that interact with existing
knowledge previously acquired by the student, and even may reinforce this knowledge.
23
One of the more prominent characteristics of homeostasis is the relationship between

the external and internal environments. Various perceptions of this characteristic have been
recorded, reflecting the general understanding of how a living organism functions in its
environment. In addition to correct perceptions, several erroneous and contradictory
perceptions stood out, especially concerning change in one of the environments. Such
perceptions were: Homeostasis is the adaptation of the internal environment to the external
environment. Homeostasis is the factor that causes equality between environments; when
environments are similar, there is no need for homeostasis. Homeostasis is only required
when environments are different. In an organism's natural environment there is no need for
homeostasis. Homeostasis is required only when the external environment changes.
Homeostasis is a phenomenon to be taken for granted. Homeostasis is not affected by
environmental changes. These perceptions require special attention in clarifying the
relationship between the internal environment of the body and the external environment
surrounding it.
A prominent aspect of certain perceptions about environment was the considerable

importance students attribute to temperature, even when it is not a factor of any significance
in the example discussed. Take, for example, the perception that poikilotherms have no
homeostasis, from which it is implied that homeostasis is the maintenance of body
temperature. Further reinforcement of the position of temperature in homeostasis could be
seen in a question presented to the students in the interview, asking them to draw two
examples of homeostasis: 66.7% of the students mentioned body temperature as the first
example of homeostasis, and an additional 11% mentioned temperature as their second
example. Such a perception bears significant consequences for the comprehension of
homeostasis, requiring the attention of the biology teaching community. Another phenomenon
noticed in the interviews, as well as in answers to the pictorial questions, was that students
saw environments in the examples, even where there were no biological environments
illustrated. An extreme example was the reference to the blood clotting system, seen by
students as dividing between the external and corporeal environments. Another example was
blood cellular differentiation.
In conclusion, it is important to remember that our goal is to help students form a

coherent scientific perception of homeostasis, so, research insights might be helpful to a wide
spectrum of biology teachers. We investigated the perceptions regarding homeostasis among
24
12th-grade students who had encountered this fundamental principle several times in their
studies. Thus, their perceptions provide a prism of the mental models of homeostasis held by
students (scientific or erroneous).
Our research suggests that deconstructing the principle discussed – homeostasis –

down to its characteristics, can assist in achieving this goal by two dimensions: teaching and
research. Concerning teaching, the division into characteristics, accompanied by a discussion
of these characteristics, illuminates the principle from every angle (Klein & Zion, 2015).
Concerning research, the division into characteristics helps clarify them for both teacher and
student. By exposing teachers' and students' partial and erroneous perceptions we expect to
improve our understanding of obstacles hindering the development of a principle's proper
scientific perception. Discussing erroneous perceptions (such as the issue of environments)
can reveal students' misconceptions so that they may be replaced by appropriate perceptions.
Conclusions and implications

Deconstructing homeostasis into its characteristics helps to clarify its attributes. In teaching
homeostasis, it is important to verify that students indeed transfer perceptions of homeostasis
in the field of biology between two dimensions: A. From familiar and tangible examples (such
as heart rate) to other biological systems, B. From the macro-level of the entire body to the
smaller scale levels of organization (the cell, the molecule) and back to the macro level. Thus,
understanding homeostasis will indeed become the foundation for understanding the function
and behavior of living organisms. Future research is necessary to analyze the perceptions of
certain case studies and examine consistency through these students' responses regarding all
characteristics of homeostasis. This follow-up will reveal whether or not students make the
connection between characteristics and complete their learning with correct, coherent mental
images of homeostasis. The division into characteristics can be considered a model for
teaching and research into perceptions of a fundamental complex principle, either in biology
or in other fields of knowledge.
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International Journal of Biology Education

Vol. 4, Issue 1, June 2015 1-27

Analyzing students' perceptions is essential to the development of studying scientific concepts.

Key words: Characteristics of homeostasis; Erroneous perceptions; Fundamental concept;

© International Journal of Biology Education, 2015

Homeostasis is relevant in many fields of biology in all levels of biological

Developing scientific perceptions of homeostasis

Difficulties in learning and understanding homeostasis

Difficulties specific to homeostasis are as followed: understanding that equilibrium (a

It is difficult to understand that internal contradictions are embedded in the definition

difficult to understand on a cellular or molecular level. The difficulty is to find a common

Scientific and erroneous perceptions

Westbrook (1987, 1992) characterized erroneous perceptions following her study on

Beginning in the 1990s, alongside research aimed at revealing and characterizing

A detailed description of the characteristics of a subject in teaching can help teachers

Research concerning perceptions of biological systems

1. Identifying correct and erroneous perceptions of homeostasis by its characteristics

and homeostasis in molecular level, as expressed in genetic control in prokaryotes and

Three stages specified below made up the learning process, as follows:

B. Computer based learning of the operon subject, supported by practical

C. Homeostasis on macro and micro levels – a conclusion

(CHCQ) Conceptions of Homeostasis Characteristics Questionnaire

Table 1. Contents of Comprehension of Homeostasis Characteristics Questionnaire (CHCQ)

Content group Description of Contents

Understanding homeostasis as an ongoing, continuous process

Understanding homeostasis: Does homeostasis mean equilibrium?

Understanding homeostasis: Correcting fluctuations.

Control and regulation Understanding homeostasis: Control, regulation, efficiency of a

Identifying and understanding the mechanism of negative or

Understanding homeostasis as a multisystem phenomenon:

Homeostasis occurs in different organisms (poikilothermic as

Molecular-level homeostasis in the whole body

Content questions can be categorized into three types as the following:

A. Descriptive: 1. Questions requiring examples- Give an example of homeostasis; 2.

Category Level Examples of perceptions of the characteristic, feedback mechanisms

Category Level Examples of perceptions of the characteristic, feedback mechanisms

Findings regarding students' perceptions of the characteristics of

Within the students' responses, we could also categorize perceptions partially or

Table 3. Levels of understanding characteristics of homeostasis after learning (Percentages of N=93)

Control and regulation

Some typical erroneous perceptions: defense against change is achieved physically

is a decrease in the rate of a process or of substance concentration; negative feedback is the

Dependency between events within a system or a process

⁻ Homeostasis is a dynamic, bidirectional process.

⁻ Homeostasis is an active entity, an internal mechanism in action.

In perceiving the dynamics of homeostasis, students' responses expressed a different

Understanding a complex system is often inhibited by adhering to preconceptions and

An essential difficulty typical to the understanding of homeostasis is the fact that it is

Regarding the perception of homeostasis as a mechanism, we noticed that students not

A mental model can be thought of as an imaginary structure that corresponds to the

The use of images enabled students to express correct perceptions of homeostasis

We interviewed students who were asked to identify characteristics of homeostasis in a

One of the more prominent characteristics of homeostasis is the relationship between

A prominent aspect of certain perceptions about environment was the considerable

In conclusion, it is important to remember that our goal is to help students form a

Our research suggests that deconstructing the principle discussed – homeostasis –

Conclusions and implications

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